Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education

Smart Learning Environments

Table 5 Standardized path coefficient for tested model

Hypotheses	Path Links	β	T Ratio	P-value	Result	Hypothesis results
H1	CHA → FB	0.43	3.55	< 0.01	Significant	Accept
H2	GCL → FB	0.43	3.55	< 0.01	Significant	Accept
H3	GCL → RFL	0.55	4.81	< 0.01	Significant	Accept
H4	CHA → RFL	− 0.06	− 0.45	= 0.33	Not significant	Reject
H5	IMM → COMP	0.48	4.00	< 0.01	Significant	Accept
H6	INT → COMP	0.41	3.34	< 0.01	Significant	Accept
H7	RFL → COMP	0.25	1.94	= 0.03	Significant	Accept
H8	ADQ*RFL → COMP	0.36	2.90	< 0.01	Significant	Accept

T-ratios greater than 1.65 (in absolute value) suggest that the coefficient is statistically significantly different from 0 at the 95% confidence level